Advancing Educators’ Understanding of the Role of Neuroscience in Learning and Lifelong Development

HUSSAIN, T (TAMARA)
MILTON KEYNES EDUCATIONAL PSYCHOLOGY SERVICE/ EP PRACTICE MILTON KEYNES, 23 WHETSTONE CLOSE, MK137PP, MILTON KEYNES

 

Submission type

Oral only

Scheduled

Room 116, 12-07-2019, 11:00 - 12:30

Keywords

Empowering Educators with Key Principles of Neuroscience to Promote Learning and Lifelong Development

Summary

 

The field of Neuroscience has significant potential in informing our understanding of learning and lifelong development. Very recent research has highlighted how the brain transitions through quite critical changes in adolescence and early adulthood, and that the environment and experience we offer to young people have significant implications for their development across the lifespan. This has formed the Author’s interest in advancing educators’ understanding of this critical period, thereby helping to accelerate young peoples’ social emotional well-being, learning, lifeskills, and relationships in almost all spheres of life as development progresses beyond the adolescent years.

Consolidating the most up-to-date research and knowledge from leading Psychologists, Neuroscientists and Educators in the field, the Author would like to share with delegates a programme of training developed in conjunction with School Psychologists in a Central England Educational Psychology Practice about the Neuroscience of Adolescence and Lifelong Learning.

The programme is consolidation of the Author’s background of study in Educational Neuroscience, and its particular relevance and application for Secondary Teachers and Practitioners to help young people transition successfully into early adulthood through applying key principles of neuroscience. The programme has been an empowering tool for educators, and hopes to optimise school psychologists’ resources in applying yet another level of analysis in understanding the gateway between adolescence and adulthood.

 

 

 

Auteurs